few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Thought: This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Tell and write time in hours and half-hours using analog and digital clocks.
problem_activity: Narrative
The purpose of this activity is to connect the time shown on a digital clock with an analog clock with only the hour hand displayed. Students use the cards created in the first activity to write times in the digital format to represent each clock.
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Each student needs the clock cards they created in the previous activity.
Launch
Display image in student workbook.
“These clocks both show the same time. What time do they show? How do you know?” (They show 1 o’clock. The arrow is pointing to the 1. There is a 1 on the left of the written time.)
30 seconds: quiet think time
Share responses.
Activity
“On the cards you made in the first activity, write the times under each clock.”
5 minutes: independent work time
Student Facing
These clocks both show the same time.
What time do they show?
How do you know?
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Display the card that shows 5 o’clock.
“Find your card that matches this card. What time did you write under this clock? How did you know that it shows 5:00?”
“Find the card that shows 4 o’clock. How did you know that it shows 4:00? How did you write the time?” (The arrow is pointing to the 4. 4:00)
Repeat with other cards as time permits.


correct_option_index: 0